“The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

– IB Mission Statement

As part of the IB Cohort in the UBC B.Ed program, we have been learning about how although the IB Diploma Programme covers subject material much more in depth than other types of curriculums, in the end, the IB is just a best teaching practice. I believe that education should be more than about teaching students to write exams and graduate; as educators, we have the responsibility of fostering independent thinkers who are able to apply the knowledge that they learn in school. One of the many reasons why I agree with the IB philosophy is because IB educators work towards instilling the ten characteristics of the IB Learner Profile in their students.  [Write something about the learner profile characteristics here]

I think that my own experience as a former IBDP candidate, and throughout my undergraduate degree have taught me skills that would translate well into the role an IB teacher, especially in terms of the IB Core.

The IB Core consists of three different components: the Extended Essay, ToK (Theory of Knowledge), and CAS (Creativity, Action, Service).